The administrative system within HEI X, as well as the language used when
are often considered when presenting the cultural web, such as the way people dress, the way they address each other, and office layout, are not included in this study as their influence is not seen as being that significant in the context of the research question.
5.7.1 The administrative system
Some cultural web elements may be both symbolic and functional (Johnson et al., 2011), and the administrative system within HEI X appears to fall into this category. The
administrative system not only performs a number of functions, but it is also a symbol representing an important aspect of organisational culture within HEI X. It symbolises what is important to monitor (e.g. attendance and assessment grades), as well as the nature of the typical learner profile for whom the system was designed (full-time learner).
Issues relating to the administrative system within HEI X catering for WBL programmes were raised during this study:
Today an employer wanted to pay for each student in one bulk payment but the system could not facilitate this as it was designed for full-time learners who pay individually. It is not flexible enough to facilitate the employer paying one bulk payment for all their learners. I know this is going to cause more problems later. I remember in the past WBL learners getting invoices for courses their employers had already paid for and the learners could not log into their emails or online learning notes until the problem was resolved. (Field Notes)
These work-based learning students do not get grants but I still have to fill out roll sheets in the classroom and waste 15 minutes of the class for something that is of no value whatsoever. There needs to be a different administrative system for work- based learning programmes. (HEI X Participant D)
The administration system and processes were designed for full-time learners and
programmes, and can sometimes struggle to cope with WBL programmes. Difficulties are encountered when registering WBL learners, paying WBL lecturers, facilitating exams outside the dates identified for full-time programme, issuing invoices to employers, providing access to services such as the library and online learning tools, as well as accessing emails and assessment results. The traditional full-time programmes within HEI X run from September to May and are typically delivered over two semesters. However, WBL programmes are not always delivered in this timescale, and some are delivered over three semesters. On some occasions, the administrative system automatically assumes that the learner is finished for the year at the end of Semester 2, and therefore access to the
online learning material may be interrupted for WBL learners completing a programme over three semesters. The language used, which is discussed in the following section, is another cultural symbol that needs to be considered.
5.7.2 Language
The language used by members can symbolise what is important within that organisation (Kemp & Dwyer, 2001). This is evident within HEI X when developing new programmes, where so much emphasis is put on credits, levels, academic rigour and learning outcomes. These terms may mean very little to those employed outside the higher education sector. This issue concerning academic language is not surprising, as those employed outside higher education rarely come across these terms. I have often received emails from learners who cannot understand the language used in HEI X. The email below in Figure 5-6 illustrates where learners struggle:
Hi
Just a quick mail re: exam questions in general. I tend to be losing marks as I’m answering questions incorrectly. Is there a guide i can use to improve ...? Just unsure how to go about questions such as Discuss, Evaluate etc.
Regards
Figure 5-6 Sample email from learner
Even when WBL learners receive their results, problems arise:
A WBL learner has received her results today but cannot tell if she has passed all the modules. What is confusing her is the module credits. Other terms such as exemptions and electives are also confusing her. She doesn’t understand 5 or 10 credit module implications when calculating overall average. (Field Notes)
The academic jargon used when communicating results to WBL learners can be confusing. These learners sometimes do not understand terms such as exemptions, deferrals, credits and compensation. There was also evidence to suggest that learners are challenged with academic writing, and in particular with references and plagiarism. This style of writing is significantly different from the style used in the workplace, and making the transition can be difficult:
I was doing an evaluation session today and when I asked them what was the most challenging aspects of the programme, they were in agreement that is was
academic writing. WBL learners normally struggle with academic writing as it is so different to what they are used to. (Field Notes)
The employer can also find it challenging understanding the language of academia:
I suppose the structure of modules and how credit is awarded or associated to modules can be difficult to understand for a non-academic person. People from industry struggle to get their heads around that. (Employer Participant D)
The language used by academics is not always understood by those employed outside this profession, and it is important the HEI X employees use a language that the external employer can comprehend, otherwise the employer might lose interest.
5.7.3 Summary of symbols for HEI X
A number of issues in relation to cultural symbols were identified in the findings. Firstly, it was found that the administrative system in HEI X was designed to meet the needs of full- time learners and programmes, and does not always meet the requirements of WBL programmes and learners. Secondly, learners and employers often do not understand the academic language used in HEI X. The following section looks at symbols from the external employer organisations’ perspective.